A produção de texto no curso de Letras : diagnóstico do ensinar a escrita

Detalhes bibliográficos
Autor(a) principal: Ohuschi, Márcia Cristina Greco
Data de Publicação: 2006
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4042
Resumo: The teaching of textual production in the training of the Portuguese Language teacher, at University level, and a diagnosis of the training that Language students receive during their studies at the State University of Maringá, Maringá PR Brazil, on the procedures in the teaching of writing are provided. The aim of current research is a discussion on text production studies at the University from the point of view of Applied Linguistics and within the social and interaction perspective, chiefly based on Bakhtin's and Vygotsky's theoretical presuppositions and on those by other Brazilian researchers and followers. Research intends to be a contribution towards the training of the Portuguese Language teacher in the context of teaching pedagogy within the Language and Literature Course. An ethnographical and applied qualitative and interpretative research will be presented throughout a follow-up of students reading the discipline Portuguese Language Teaching Practice at the State University of Maringá during 2004. The entire process within the practice of Text Production shall be analyzed. Since theoretical discussions on the theme, the working out of practical activities (monitored teaching included) and reflection diaries have been reported in note-books, the concept of writing was diagnosed. This specific discipline has been chosen since the students practice their knowledge, acquired through the university course, in real conditions of teaching in classes of the Primary and Secondary Schools. Results show that the process was not affected by linguistic theories, in particular those representing the social and interaction perspective, such as Bakhtin's and Vygotsky's. This is due to the fact that theoretical readings are outsourced and only re-readings were undertaken. Further, discussions and approaches on aspects of interaction and writing concepts are given rather superficially and in a fragmented manner. It has been detected that writing as a consequence is predominant in monitored teaching, even though certain students under analysis may be placed within an interface between this concept and the idea of writing as assignment. The difficulties experienced by the students in placing themselves as others have been perceived in the Diaries. They actually either fail to reflect on the several issues raised during the monitored lessons or they do so in a superficial ay. The curriculum of the Language and Literature Course at the State University of Maringá lacks the capacity for students to build a concept of writing consolidation throughout the undergraduate course. This is due to the fact that disciplines are compartimentized and the students do not read, discuss or study on any aspect of the theory of writing for two whole years. Such a gap affects the practice of would- be teachers in the classroom. Actually it has been verified that in their practical activities the students tried to introduce new ideas but failed to follow up the process. Since they revert to writing as a consequence, the fact reveals that the traditional teaching of text production is still deeply ingrained in their mind.
id UEM-10_5dea9c11cabf13989d0f870c784e0f65
oai_identifier_str oai:localhost:1/4042
network_acronym_str UEM-10
network_name_str Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
repository_id_str
spelling A produção de texto no curso de Letras : diagnóstico do ensinar a escritaProdução de textoNível superiorProfessor de LetrasLíngua maternaEscritaEstudo e ensinoCurso de Letras.WritingTeachingLanguage and Literature Course.Linguística, Letras e ArtesLetrasThe teaching of textual production in the training of the Portuguese Language teacher, at University level, and a diagnosis of the training that Language students receive during their studies at the State University of Maringá, Maringá PR Brazil, on the procedures in the teaching of writing are provided. The aim of current research is a discussion on text production studies at the University from the point of view of Applied Linguistics and within the social and interaction perspective, chiefly based on Bakhtin's and Vygotsky's theoretical presuppositions and on those by other Brazilian researchers and followers. Research intends to be a contribution towards the training of the Portuguese Language teacher in the context of teaching pedagogy within the Language and Literature Course. An ethnographical and applied qualitative and interpretative research will be presented throughout a follow-up of students reading the discipline Portuguese Language Teaching Practice at the State University of Maringá during 2004. The entire process within the practice of Text Production shall be analyzed. Since theoretical discussions on the theme, the working out of practical activities (monitored teaching included) and reflection diaries have been reported in note-books, the concept of writing was diagnosed. This specific discipline has been chosen since the students practice their knowledge, acquired through the university course, in real conditions of teaching in classes of the Primary and Secondary Schools. Results show that the process was not affected by linguistic theories, in particular those representing the social and interaction perspective, such as Bakhtin's and Vygotsky's. This is due to the fact that theoretical readings are outsourced and only re-readings were undertaken. Further, discussions and approaches on aspects of interaction and writing concepts are given rather superficially and in a fragmented manner. It has been detected that writing as a consequence is predominant in monitored teaching, even though certain students under analysis may be placed within an interface between this concept and the idea of writing as assignment. The difficulties experienced by the students in placing themselves as others have been perceived in the Diaries. They actually either fail to reflect on the several issues raised during the monitored lessons or they do so in a superficial ay. The curriculum of the Language and Literature Course at the State University of Maringá lacks the capacity for students to build a concept of writing consolidation throughout the undergraduate course. This is due to the fact that disciplines are compartimentized and the students do not read, discuss or study on any aspect of the theory of writing for two whole years. Such a gap affects the practice of would- be teachers in the classroom. Actually it has been verified that in their practical activities the students tried to introduce new ideas but failed to follow up the process. Since they revert to writing as a consequence, the fact reveals that the traditional teaching of text production is still deeply ingrained in their mind.Neste trabalho, problematizamos a questão do ensino da produção textual na formação, em nível superior, do professor de Língua Portuguesa e realizamos um diagnóstico da formação que o acadêmico do curso de Letras da UEM recebe sobre o processo de ensinar a escrita. A partir desta temática, à luz da Lingüística Aplicada, na perspectiva sociointeracionista, embasada principalmente nos pressupostos teóricos de Bakhtin e Vygotsky e nos pesquisadores brasileiros que seguem esta vertente, temos como objetivo geral refletir sobre os estudos da produção textual na universidade, com o intuito de contribuir para a formação do professor de língua materna, na formação oferecida pelo curso de Letras. Assim, propomonos a apresentar uma pesquisa qualitativo-interpretativa, de cunho etnográfico e de natureza aplicada, ao acompanharmos uma turma da disciplina Prática de Ensino de Língua Portuguesa da UEM, no ano letivo de 2004, para analisar todo o trabalho envolvido com a prática de produção textual. Por meio de anotações feitas em caderno de campo, analisamos as discussões teóricas sobre o tema, as atividades práticas realizadas (dentre elas o estágio supervisionado) e os Diários Reflexivos, diagnosticando a concepção de escrita que ficou evidenciada. A escolha dessa disciplina específica se deve ao fato de ser, entre as demais, aquela em que o acadêmico deve pôr em prática os conhecimentos adquiridos durante o curso, em uma situação de ensino, ou seja, na regência de aulas nos Ensinos Fundamental e Médio. Os resultados das análises demonstram que não há influência das teorias lingüísticas sobre o processo observado, especificamente dos representantes da perspectiva sociointeracionista da escrita, como Bakhtin e Vygotsky, uma vez que não se trabalha com essas fontes teóricas, mas somente com as suas releituras. Em seguida, que as discussões e abordagens sobre os aspectos da interação e das concepções de escrita ocorrem e forma superficial e fragmentada. Nos estágios supervisionados, verificamos a predominância da concepção de escrita como conseqüência, apesar de alguns dos alunos observados se encontrarem em um momento de interface entre esta concepção e a concepção de escrita como trabalho. Nos Diários Reflexivos, percebemos as dificuldades que os acadêmicos possuem em constituir-se como o outro de si mesmos, pois não refletem sobre vários problemas apresentados em suas aulas de estágio ou o fazem de forma superficial. A própria grade curricular do curso de Letras da UEM não permite que os alunos construam uma concepção de escrita consolidada no decorrer da graduação, já que as disciplinas são estanques e, durante dois anos, eles não lêem, não discutem, não estudam sobre nenhum aspecto teórico da escrita. Esta lacuna se reflete na prática dos professorandos em sala de aula, pois, como verificamos nas atividades práticas, eles procuram inovar, mas não conseguem dar continuidade ao processo e recaem na concepção de escrita como conseqüência, demonstrando que o ensino tradicional de produção de texto está neles arraigado.118 fUniversidade Estadual de MaringáBrasilPrograma de Pós-Graduação em LetrasUEMMaringáDepartamento de LetrasRenilson José MenegassiPedro Luis Navarro Barbosa - UEMRegina Maria Gregório - UELOhuschi, Márcia Cristina Greco2018-04-18T19:24:32Z2018-04-18T19:24:32Z2006info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttp://repositorio.uem.br:8080/jspui/handle/1/4042porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)instname:Universidade Estadual de Maringá (UEM)instacron:UEM2018-04-18T19:24:32Zoai:localhost:1/4042Repositório InstitucionalPUBhttp://repositorio.uem.br:8080/oai/requestopendoar:2024-04-23T14:57:13.109375Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
title A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
spellingShingle A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
Ohuschi, Márcia Cristina Greco
Produção de texto
Nível superior
Professor de Letras
Língua materna
Escrita
Estudo e ensino
Curso de Letras.
Writing
Teaching
Language and Literature Course.
Linguística, Letras e Artes
Letras
title_short A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
title_full A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
title_fullStr A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
title_full_unstemmed A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
title_sort A produção de texto no curso de Letras : diagnóstico do ensinar a escrita
author Ohuschi, Márcia Cristina Greco
author_facet Ohuschi, Márcia Cristina Greco
author_role author
dc.contributor.none.fl_str_mv Renilson José Menegassi
Pedro Luis Navarro Barbosa - UEM
Regina Maria Gregório - UEL
dc.contributor.author.fl_str_mv Ohuschi, Márcia Cristina Greco
dc.subject.por.fl_str_mv Produção de texto
Nível superior
Professor de Letras
Língua materna
Escrita
Estudo e ensino
Curso de Letras.
Writing
Teaching
Language and Literature Course.
Linguística, Letras e Artes
Letras
topic Produção de texto
Nível superior
Professor de Letras
Língua materna
Escrita
Estudo e ensino
Curso de Letras.
Writing
Teaching
Language and Literature Course.
Linguística, Letras e Artes
Letras
description The teaching of textual production in the training of the Portuguese Language teacher, at University level, and a diagnosis of the training that Language students receive during their studies at the State University of Maringá, Maringá PR Brazil, on the procedures in the teaching of writing are provided. The aim of current research is a discussion on text production studies at the University from the point of view of Applied Linguistics and within the social and interaction perspective, chiefly based on Bakhtin's and Vygotsky's theoretical presuppositions and on those by other Brazilian researchers and followers. Research intends to be a contribution towards the training of the Portuguese Language teacher in the context of teaching pedagogy within the Language and Literature Course. An ethnographical and applied qualitative and interpretative research will be presented throughout a follow-up of students reading the discipline Portuguese Language Teaching Practice at the State University of Maringá during 2004. The entire process within the practice of Text Production shall be analyzed. Since theoretical discussions on the theme, the working out of practical activities (monitored teaching included) and reflection diaries have been reported in note-books, the concept of writing was diagnosed. This specific discipline has been chosen since the students practice their knowledge, acquired through the university course, in real conditions of teaching in classes of the Primary and Secondary Schools. Results show that the process was not affected by linguistic theories, in particular those representing the social and interaction perspective, such as Bakhtin's and Vygotsky's. This is due to the fact that theoretical readings are outsourced and only re-readings were undertaken. Further, discussions and approaches on aspects of interaction and writing concepts are given rather superficially and in a fragmented manner. It has been detected that writing as a consequence is predominant in monitored teaching, even though certain students under analysis may be placed within an interface between this concept and the idea of writing as assignment. The difficulties experienced by the students in placing themselves as others have been perceived in the Diaries. They actually either fail to reflect on the several issues raised during the monitored lessons or they do so in a superficial ay. The curriculum of the Language and Literature Course at the State University of Maringá lacks the capacity for students to build a concept of writing consolidation throughout the undergraduate course. This is due to the fact that disciplines are compartimentized and the students do not read, discuss or study on any aspect of the theory of writing for two whole years. Such a gap affects the practice of would- be teachers in the classroom. Actually it has been verified that in their practical activities the students tried to introduce new ideas but failed to follow up the process. Since they revert to writing as a consequence, the fact reveals that the traditional teaching of text production is still deeply ingrained in their mind.
publishDate 2006
dc.date.none.fl_str_mv 2006
2018-04-18T19:24:32Z
2018-04-18T19:24:32Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://repositorio.uem.br:8080/jspui/handle/1/4042
url http://repositorio.uem.br:8080/jspui/handle/1/4042
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
Brasil
Programa de Pós-Graduação em Letras
UEM
Maringá
Departamento de Letras
publisher.none.fl_str_mv Universidade Estadual de Maringá
Brasil
Programa de Pós-Graduação em Letras
UEM
Maringá
Departamento de Letras
dc.source.none.fl_str_mv reponame:Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
collection Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
repository.name.fl_str_mv Repositório Institucional da Universidade Estadual de Maringá (RI-UEM) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv
_version_ 1813258669040599040